Activity for HIST 1301: United States History I (Module 9)
- Subject:
- U.S. History
- Material Type:
- Activity/Lab
- Author:
- Jessica Herzogenrath
- Kaitlyn Ross
- Regan Murr
- Date Added:
- 11/08/2022
Activity for HIST 1301: United States History I (Module 9)
This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to persist through challenges and failures.Activity Description:In this writing activity, students envision a future in which they are successful in the course, and reflect on strategies they need to make the success happen.
Upon successful completion of this assignment, students will
- analyze five sources that reflect a supporting or opposing stance on the student’s chosen topic.
- create an annotated bibliography that follows the conventions of the genre, such as following APA formatting guidelines, summarizing sources, evaluating source credibility, and explaining the relevance of each source to the research argument.
Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this assignment, students will
- analyze the concepts of “segregated coexistence” and “living in community” as proposed by Nicholas Ensley Mitchell in order to evaluate the situations described in the provided articles regarding food security, gentrification, and urban development.
- use Mitchell’s framework to evaluate the quality of diversity in their local college or community context.
Author: Christopher Manes
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
This handout complements lessons on audience and purpose in writing. It offers questions and examples to help students grasp how understanding their audience and purpose shapes a piece’s content, tone, and structure.
Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this lesson, students will
- Identify an audience and tone for your writing as well as explain why identifying these components are important.
- Utilize the RAFT writing strategy to plan an appropriate style according to audience and purpose.
Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
With this graphic organizer, students gain practice identifying devices relevant to literary texts and reasoning through how these devices support the author’s purpose.
Author: Frances Santos
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
By the end of this activity, students will be able to demonstrate their understanding of the First, Second, and Third Amendments of the Bill of Rights by completing a cloze exercise, using context clues and prior knowledge to fill in key terms without referencing their notes.
Author: Sharon Haigler
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this assignment, students will
- create a persuasive classical argument following the Aristotelian structure, including an introduction, narration, confirmation, counterargument/refutation/concession, and conclusion.
Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this lesson, students will
- analyze example sentences to determine whether a comma is needed before the coordinating conjunction based on the presence of independent clauses.
Author: Nicole Hagstrom-Schmidt
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:This is a writing activity where students reflect on the relevance of what they are learning and its applications to their future goals.
This resource models a possible research unit for instructors interested in guiding students through contextual literary analysis. As such, this resource outlines strategies for delving into the biographical, historical, and cultural contexts of recommended mentor texts, such as ‘The Yellow Wallpaper’ by Charlotte Perkins Gilman and ‘Hills Like White Elephants’ by Ernest Hemingway. Additionally, this resource provides a suggested pacing for the unit as well as an outline and rubric for crafting and evaluating the final essay. By the end of this section, instructors will be equipped to design their own contextual analysis research unit that suits their class interests and needs.
Author: Katherine Yoerg
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
This is a template workflow for Creator Communities to adapt for their own needs.
This resource has the links and recordings to all of the sessions in the 2023 D2S2 Creator Communities series.
Upon successful completion of this assignment, students will
- analyze the tone of a given text by evaluating its diction, imagery, details, language, and structure through the DIDLS strategy
Author: Lenora Perry-Samaniego
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this assignment, students will
- analyze a chosen concept through various strategies, such as its connotations, denotations, and more.
- create a well-organized essay that explains and defends a proposed definition for their chosen concept through reasoning strategies, evidence, and credible sources.
Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this assignment, students will
- create a well-organized essay that describes in vivid detail a significant person, place, event, moment, or object that has impacted their life or perspective.
- evaluate the effectiveness of their drafting by seeking feedback from peers and revising to improve clarity, organization, and impact.
Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso
Upon successful completion of this activity, students will
- evaluate the reliability of a source by assessing the credibility and objectivity of its author, research methods and sources, publishing source and date, and more.
Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso